Eclectic Use of Theory in Doctoral Theses in Educational Research

• In Event: Marriott Roundtable Session Eight
  In Roundtable Session: Teaching and Learning Qualitative Research (Table 5)

Abstract

A range of different theories may inform educational research. Rather than drawing on well established ‘grand theories’, more and more educational researchers are drawing on different theories for different research purposes. We have reviewed 179 doctoral theses written within the educational sciences, in order to examine whether and how educational scientists combine different theories, and how they account for their eclectic choices. The theses studied were submitted between 2010 and 2021 to the faculties of education at the two largest universities in Norway. The current analysis sheds light on how frequently an eclectic use of theory is, how educational scientists combine different theories and how they justify their eclectic use of theory. Cognitive and social constructivism are often used in combination.

Authors

• Cecilie Pedersen Dalland, Oslo Metropolitan University
  Presenting Author

• Marte Blikstad-Balas, University of Oslo
  Presenting Author

• Sigrun Wessel Svenkerud, University of Southeast Norway
  Non-Presenting Author